A avaliação diagnóstica das dificuldades escolares (1929-1973): preleções de Helena Antipoff

Abstract

This research aimed to know and analyze the diagnostic evaluation performed by Helena Antipoff,and her collaborators in the identification of school difficulties of the students in special classes in Belo Horizonte from 1929 a 1973.These temporal records are justified by their arrival at Belo Horizonte(1929),and the creation of National Center of Special Education(CENESP),(1929),Central Organ of Superior Direction,with the purpose of promoting,throughout the national territory,expansion and improvement of attendance to Exceptionals.It was used historical research based on primary and secondary documentary sources preserved at Helena Antipoff Foundation in Ibirité, and at Helena Antipoff Documentation and Research Center(CDPHA),located in Central Library of Federal University of Minas Gerais(UFMG).The analyzed data through the technique of content analysis,with reference to the work of Laurence Bardin.It was tried to bring to the field of studying psychology and education,specifically for special education.The questions about the diagnosis as a decision -making process that seeks in pedagogical intervention,appropriate the total development of teaching and learning process,it was evidenced that the classification purpose of evaluation was the recommendation to that time. However, there were indications that Helena Antipoff was critical about the use of standardized psychological tests,as an instrument of evaluation.She was acquainted with knowledge of civilized intelligence from her experiences with Russian children and adolescents and held the idea that natural intelligence was an unreal and confusedly artificial concept.As for education of abnormal children ,she considered the adequate choice of teaching methods and tecniques, as well as pedagogical device to atend to individual differences. It was verified that the use of the diagnostic evaluation in practice of Helena Antipoff proved to be effective as an instrument to identified the school difficulties, besides favoring the construction of individualized curricular activities.